Just-in-Time Teaching in Statistics Classrooms

The flipped classroom teaching model has been widely used in anatomy education to embrace a blended learning strategy. However, the impact that a continuous flipped classroom teaching model exerts on student learning of human topographic anatomy remains unclear. To address this question, student learning experience and performance were compared between third-year undergraduate students who participated in a continuous flipped anatomy classroom teaching since their first year (n = 65, experimental group) and those under the flipped anatomy teaching model only in their third year (n = 45, control group). A five-point Likert scale learning and teaching survey was conducted to evaluate students' perceptions of the flipped classroom model. Students under a continuous flipped classroom teaching model rated significantly higher on the impact of the flipped model on learning difficult anatomy concepts than the control group (*p = 0.0346). The rating on independent learning remained not statistically different between the two groups, although a trend difference was detected (p = 0.0604). Analysis of learning performance revealed that the experimental group significantly outperformed the control group when answering questions focusing on regional anatomy (*p = 0.0207). No significant difference was identified in students' marks of case-based studies between the two groups. In summary, the results of this study indicate that the flipped classroom model implemented over a long term continues to advance students' learning experience and performance in anatomy, indicating a "dose" effect on active learning. The findings of this study will assist the best practices of the flipped anatomy classroom and develop evidence-informed approaches to advance anatomy education in the future.

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

Medical education has evolved to emphasize active learning and technology for competency development. The flipped classroom (FCR) model shifts from teacher-centered to learner-centered instruction, promoting deep learning through self-study and interactive classroom engagement. This study explores the implementation of FCR in Phase II medical microbiology education, examining its enabling and challenging factors. (1) To introduce FCR in Phase II Microbiology teaching, (2) To assess student perceptions of FCR as a teaching-learning method (3) To evaluate faculty perspectives on FCR as a pedagogical tool. A cross-sectional mixed-methods educational study was conducted over 3 months in the Department of Microbiology at a teaching hospital, following approval from the Institutional Ethics Committee. Seventy-five Phase II MBBS students and eight faculty members participated after sensitization and consent. Topics such as biomedical waste management and hospital infection control were taught using FCR across five sessions. Preparatory materials were shared through WhatsApp. Classroom sessions involved case-based, team-based, and problem-based learning. Feedback was collected using a validated Likert scale questionnaire. Qualitative data were obtained from focus group discussions with students and faculty interviews. Quantitative data were analyzed using descriptive statistics (percentages). Qualitative feedback was thematically analyzed using inductive and deductive coding. FCR improved engagement, understanding, and satisfaction. Students appreciated preclass materials (98.7%) and interactive sessions (90.7%). Faculty support was rated positively (88%). Despite minor challenges, FCR proved effective in enhancing active learning and competency in microbiology education. Thematic analysis revealed outcomes such as increased engagement, improved retention, faculty facilitation, and challenges in preclass preparation. FCR improved engagement, understanding, satisfaction, and learning outcomes. It presents a practical and scalable approach to embedding active learning within competency-based medical education.

The purpose of this mixed-methods study was to investigate the influential factors of student satisfaction with online digital audio-visual flipped classroom learning. A total of 103 students enrolling in the two-credit compulsory code course participated in this flipped classroom research. Descriptive data analysis and grey relational analysis demonstrated that student respondents were most satisfied with repeated practice (1st), followed immediately by peer learning (2nd), and active learning (3rd). In terms of qualitative data, three themes emerged from the focus group analysis, including: improving independent learning, enhancing peer learning, and increasing teacher–student interaction. The flipped classroom model provided opportunities for students to strengthen their self-directed learning capabilities, improved students’ learning motivation, and to be a team player among third-year nursing students. The results were consistent with the actual circumstance. The results integrated descriptive data, the mathematic model, and interviews to validate the accuracy and rationality of the data. According to this study, an online digital audio-visual flipped classroom could improve student independent learning and enhance peer communication. The results provide an accurate assessment tool suitable for Taiwanese nursing students’ flipped classroom model learning experience.

Improving problem-solving skills is a key challenge in science education. Traditional models like Direct Instruction (DI) often limit student engagement, prompting the need for innovative approaches such as the Flipped Classroom (FC) model. This study aims to analyze differences in problem-solving skills between students taught using the FC model and those taught using the DI model. This quasi-experimental research employed a non-equivalent pretest-posttest control group design. The sample, consisting of 34 fourth-semester prospective science teachers, was selected through random sampling. The experimental group (FC model) and control group (DI model) each included 17 students. Problem-solving skills were assessed using an essay test in a biophysics course, with a reliability coefficient of 0.717. Data were analyzed descriptively and using ANCOVA at a 5% significance level. The results showed medium improvements in problem-solving skills for both groups, with N-gains of 64.30 for the FC model and 32.94 for the DI model. A significant difference was found between the groups (p < 0.05), with students in the FC group achieving higher problem-solving scores. In conclusion, the FC model is more effective in enhancing problem-solving skills compared to the DI model. Active learning strategies in the FC model foster deeper engagement, supporting the development of essential cognitive skills in science education.

In the so-called society 4.0, Artificial Intelligence (AI) is being widely used in many areas of life. Machine learning uses mathematical algorithms based on "training data", which are able to make predictions or take decisions with the ability to change their behavior through a self-training approach. Furthermore, thanks to AI, a large volume of data can be now processed with the overall goal to extract patterns and transform the information into a comprehensible structure for further utilization, which manually done by humans would easily take several years. In this framework, this article explores the potential of AI and machine learning to empower flipped classroom with just-in-time teaching (JiTT). JiTT is a pedagogical method that can be easily combined with the reverse teaching. It allows professors to receive feedback from students before class, so they may be able to adapt the lesson flow, as well as preparing strategies and activities focused on the student deficiencies. This research explores the application of AI in high education as a tool to analyze the key variables involved in the learning process of students and to integrate JiTT within the flipped classroom. Finally, a case of application of this methodology is presented, applied to the course of Industrial Refrigeration taught at the Polytechnic University of Valencia.

The concept of ‘flipping the classroom’ is relatively recent, although elements of it have been around for many years. It is generally accepted that the ‘flipped classroom model’ consists of replacing direct instruction, or lectures, with video-clips to be watched at home, and the use of face-to-face class time for engaging students in active learning activities. This development was brought about by the enhanced and easy access to video technologies. This model was initially adopted for use in secondary education, but is now increasingly considered by teachers in higher education. However, there is both confusion and scepticism about what this concept is, and whether there are any benefits of adopting this. In this exploratory study, the main focus was on seeking to identify what staff in three institutions of higher education in New Zealand considered to be the reasons for adopting and/or for not adopting, or challenges in adopting, this model. In this article, we will report on the findings from the survey aspect of this mixed methods study. The findings suggested that amongst the respondents there were three distinct groups, 1) those who saw no value adopting a flipped classroom model, considered there was nothing wrong with lectures, and that students would unwilling to engage in a flipped model; 2) those who considered that active learning was the main idea behind the flipped model, and that this was an old idea in a new guise; and 3) those who had or would like to implement the model, but had encountered or were anticipating some issues. The findings also suggested a range of understandings of what the ‘flipped classroom’ means. This highlighted the importance to clarify in any research project and reporting exactly what is meant by ‘flipped classrooms’ in order to avoid conceptual confusion.

IntroductionFlipped classroom refers to a teaching model where the lecture and homework elements of the class are reversed. Students develop knowledge and understanding during the pre-class session, and use the in-class time for active learning such as small group discussions, wherein they are expected to develop the skills of problem-solving (application) and critical thinking (analysis). An educational psychologist, Benjamin Bloom, proposed Bloom’s Taxonomy for the cognitive domain. According to this taxonomy, knowledge, and understanding have been considered to be lower-order cognitive skills (LOCS), while application (problem-solving), analysis (critical thinking), synthesis, and evaluation have been considered higher-order cognitive skills (HOCS). Only one study has reported that flipped classroom approach helps in the acquisition of HOCS such as application, analysis, synthesis, and evaluation. The present study aims to compare the flipped classroom model with the traditional lecture model and focuses particularly on the acquisition of HOCS such as application and analysis, by assessing the students using multiple-choice questions based on clinical vignettes.MethodsThe study was conducted in the Department of Physiology at Government Medical College, Bhavnagar. A total of 102 students in two groups, Group A (n=52) and Group B (n=50), participated in all the phases of the study. In the flipped classroom group, students watched the pre-recorded videos and studied standard textbooks, followed by a group discussion in the class. The traditional Lecture group attended the didactic lecture only. Topic I was taught to Group A using the flipped classroom model and to Group B using the traditional didactic lecture approach. Topic II was taught to Group B by using the flipped classroom method and to Group A using the traditional didactic lecture.Both groups of students were assessed after a gap of one week with multiple-choice questions based on clinical vignettes for checking the HOCS. These questions were designed based on Blooming Biology Tool (BBT).The feedback collected responses regarding the learning experience, perceived value of the flipped classroom, the course materials, the teaching process, and the evaluation system.ResultsThe students, who participated in the flipped classrooms, performed statistically better than those in the traditional lecture model (5.36 ± 1.69 vs. 4.94 ± 1.34) (p<0.05). The students strongly agreed that the flipped classroom method was an enjoyable way of learning: it enhanced their problem solving and analytical ability as well as developed their ability to work as team members and plan their own work. Students in both the flipped classrooms gave a similar perception indicated by the small effect size (r <0.3).ConclusionThe pre-class time of the flipped classroom model helps students remember the facts and understand the concepts (both lower-order cognitive skills), and uses the valuable in-class time to master the application of the concepts and critically analyze them (application and analysis being higher-order cognitive skills).

The flipped classroom model enables students to acquire fundamental knowledge outside of class time; thus, include reading materials or video lectures. This will be able to free up class time for knowledge application, student engagement in active learning, and higher-order thinking. The flipped classroom model is increasingly being adopted in competency-based medical education. However, the potential of flipped classrooms for enhancing medical education has not yet been proven and it poses a major challenge to students who have not mastered self-regulated learning strategies. Thus, they may not be able to understand the information presented in the course materials or to strategically use learning resources outside of class. In this project, we have created a mobile augmented reality (AR) application for students studying anatomy to help them grasp the idea of the AR flipped classroom. Students were instructed to use the same three mobile augmented reality (MAR) applications with different design and approach. The three types of MAR applications are — those with markers and notes on printed notebooks (BARA1), those with markers and notes are on a website (BARA2), and those with all notes in the MAR application and the marker are a tangible 3D object (BARA3). From the series of experiment, we found out that most students favour the BARA3, meanwhile the medical lecturers essentially prefer the BARA1. In this research three things have been considered: interface design, the usefulness of Augmented Reality (AR), technical problems with the use of AR applications, and educators training on the use of AR applications. Without a well-designed interface and guidance for the students, AR technology can be too complicated to use, especially for those who are not familiar with the technology.

In this paper we have designed flipped class room strategy for Heat Transfer course. As a first step towards flipping the class room three lessons are selected in the course. By delivering lecture content of selected topics before coming to class through videos and other media, class time is actively engaged in higher order thinking. The first step attempted is creating required Educational materials to transfer the delivery of content regarding the topics to an out of class environment. The second step is designing of active learning strategies Problem Solving, JIGSAW methods for the in class activity. Currently, limited research exists on the impact of the flipped classroom model in Engineering. A course such as Heat Transfer that involves design aspects and problem solving, requires time to teach concepts in an efficient and effective manner and can be best taught through flipped class approach. This paper would be definitely useful for all Mechanical&Chemical Engineering faculty members.

Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom

Learning techniques have evolved over time in an attempt to improve student engagement across various subjects in higher education. Mathematics has largely followed certain learning methods that take a more traditional approach. Although interactive and active learning in mathematics are more common in higher education, university level mathematics is more complex, content-heavy, and presents more challenges in applying active learning approaches, as a passive approach of traditional lectures has always been used. The concerns of learning problems in mathematics are ignored, and a lack of metacognitive awareness of mathematical thinking and problem-solving skills appears to persist despite educator disagreements on an effective learning methodology. Using multiple models to deliver lessons may help to drive the changes needed to improve student engagement and satisfaction in mathematics learning. To make these methods applicable and effective in students' mathematical education experiences, educators must be encouraged to present active learning techniques so that students can begin to facilitate their own learning, which can be accomplished by introducing approaches tailored to the individual, such as student-centered approaches. Although studies mostly in further education, have been conducted on teaching techniques such as the flipped classroom, so as to determine its efficacy in improving mathematics achievement compared to traditional lectures, the results to date have not been consistent, enforcing thus the need to examine this approach in a higher educational level and to a STEM related subject. This paper evaluates the techniques used by mathematicians to deliver lessons and how it reflects on learning and engagement of students in comparison to the flipped classroom approach which inverts the common traditional lecture style used in classrooms. In this research, the flipped classroom model is applied to a topic from a university foundation level module, Analytical Mathematics, and the outcomes of the quantitative analysis reveal a reduction in the success of students' performance, implying a lesser impact on improved learning. In terms of engagement, findings from the study's qualitative analysis demonstrate positive aspects of the flipped classroom model, particularly an optimistic engagement among peers.

To evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years. In 2016 (cohort #1) and 2022 (cohort #2), second-year dental students participated in FC model in a preclinical dental course consisting of pre-class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen-and-paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID-19 pandemic on students' perceptions. When asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre-class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in-class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture. Both cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre-class work and cohort #1 had a higher positive report with in-class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom.

Aim and background: Due to a drastic increase in the number of students having diverse learning styles and a growing need for modernworld students to use technological approaches for learning, medical teachers are compelled to adopt flexible, blended, and student-centered teaching and learning strategies.Flipped classroom can be regarded as a 'student-centered approach to teaching and learning' that emphasizes peer interaction, active learning, and in-depth understanding of topics in a group of students having diverse learning styles.The method allows flexibility in pace with adequate and efficient utilization of digital tools.The present study was conducted to evaluate the effectiveness of flipped class in terms of the academic performance of students and to assess student perception regarding the flipped classroom method of teaching and learning.Materials and methods: One hundred and fifty undergraduate students from Phase 1 MBBS were randomly allocated into two groups.A 2-hour session on cancer genetics was conducted for group I in the traditional manner, and a flipped classroom approach was adopted for group II.Crossover of groups was done for the next session.At the end of each session, student learning was assessed using MCQs, and student perception was recorded in the form of a feedback.Results: A total of 126 students attended session 1, and 121 students attended session 2. During intergroup comparison, median MCQ scores of students attending flipped classroom were significantly higher than the scores of students attending traditional lectures.In paired analysis, students performed better after attending a flipped classroom than a traditional lecture.On feedback analysis, the majority of the students perceived the flipped classroom as a better teaching-learning method compared to the traditional lecture.Conclusion: Flipped classroom can be regarded as an effective alternative to traditional lecture as it enhances student engagement, active learning, and academic performance.Students also consider it an excellent approach, as it addresses the needs of diverse learners.

The flipped classroom model has become increasingly popular in health professions education as it has been proposed to improve student learning. This model involves a blended learning approach with synchronous and asynchronous instruction, where asynchronous learning takes place at the students’ own pace on‐line and prior to on‐site synchronous sessions. However, whether or not this model is effective in a completely on‐line platform has not yet been evaluated. This year, the pandemic that forced an exclusive on‐line instruction in educational programs, including health professions, put to test the efficacy of this model when the in‐person interaction was missing. This study shows the impact of exclusively on‐line flipped model in student learning as well as student perceptions in Optometry. A total of 66 students were enrolled in a Systemic Pathology course with a flipped instruction and compared to the same course offered the previous year with a traditional on‐site synchronous lecture format (n= 55). In the traditional lecture‐based cohort, students attended the didactic lecture and additional work was not requested. In the flipped classroom cohort, students were asked to watch the pre‐recorded lectures or videos before the on‐site synchronous session. In addition, during the synchronous session time, they worked in groups on a case based on the topics assigned in the pre‐recorded lectures, via an on‐line platform and then discussed with the rest of the class. The flipped classroom cohort was asked to complete a feedback questionnaire after the course instruction ended and a total of 27 responses were acquired. Student learning was assessed in both cohorts with several quizzes, midterms and a final exam. We found that the two groups obtained similar scores in the quizzes, midterms, final exam, and course average, even when analyzed by gender. The students that completed the questionnaire perceived that they learned better concepts when actively working on them during the group work, which was not reflected in their grades; however not every student assigned to a group actively participated in their group. In conclusion, despite the transition of the flipped blended model into an exclusively on‐line model, the flipped classroom teaching strategy did not seem to impact the student performance in the course.